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This is an edited book based on papers presented at a 2003
invitee-only conference under the sponsorship of the Merrill
Advanced Studies Center of the University of Kansas. The
participants were prominent scholars in the areas of language and
reading, and have research programs funded by NIH and other
sources. The purpose of the gathering was to discuss theoretical
issues and research findings concerning the relationship between
developmental language and reading disabilities, specifically
looking at neurological, behavioral, and genetic factors. In
addition, it discussed other factors contributing to reading
difficulties in the middle elementary school years through
adolescence and literacy outcomes for children with early language
impairments, and how these problems relate to children with
dyslexia. The Foreword is written by Reid Lyon, Branch Chief, Child
Development and Behavior Branch, NICHD-National Institutes of
Health.
This book appeals to scholars in the areas of language disorders
and reading disabilities, as well as to practicing speech-language
pathologists, special educators, and reading specialists. It may
also be used in graduate courses designed as seminars in either
language disorders or reading disabilities in schools of
communication disorders, as well as schools of
education--especially special education departments.
This is an edited book based on papers presented at a 2003
invitee-only conference under the sponsorship of the Merrill
Advanced Studies Center of the University of Kansas. The
participants were prominent scholars in the areas of language and
reading, and have research programs funded by NIH and other
sources. The purpose of the gathering was to discuss theoretical
issues and research findings concerning the relationship between
developmental language and reading disabilities, specifically
looking at neurological, behavioral, and genetic factors. In
addition, it discussed other factors contributing to reading
difficulties in the middle elementary school years through
adolescence and literacy outcomes for children with early language
impairments, and how these problems relate to children with
dyslexia. The Foreword is written by Reid Lyon, Branch Chief, Child
Development and Behavior Branch, NICHD-National Institutes of
Health.
This book appeals to scholars in the areas of language disorders
and reading disabilities, as well as to practicing speech-language
pathologists, special educators, and reading specialists. It may
also be used in graduate courses designed as seminars in either
language disorders or reading disabilities in schools of
communication disorders, as well as schools of
education--especially special education departments.
This volume explores the unique sociocultural contexts of literacy
development, values, and practices in African American communities.
African Americans--young and old--are frequently the focus of
public discourse about literacy. In a society that values a rather
sophisticated level of literacy, they are among those who are most
disadvantaged by low literacy achievement. "Literacy in African
American Communities" contributes a fresh perspective by revealing
how social history and cultural values converge to influence
African Americans' literacy values and practices, acknowledging
that literacy issues pertaining to this group are as unique and
complex as this group's collective history.
Existing literature on literacy in African American communities is
typically segmented by age or academic discipline. This
fragmentation obscures the cyclical, life-span effects of this
population's legacy of low literacy. In contrast, this book brings
together in a single-source volume personal, historical,
developmental, and cross-disciplinary vantage points to look at
both developmental and adult literacy from the perspectives of
education, linguistics, psychology, anthropology, and communication
sciences and disorders. As a whole, it provides important evidence
that the negative cycle of low literacy can be broken by drawing on
the literacy experiences found within African American
communities.
This volume explores the unique sociocultural contexts of literacy
development, values, and practices in African American communities.
African Americans--young and old--are frequently the focus of
public discourse about literacy. In a society that values a rather
sophisticated level of literacy, they are among those who are most
disadvantaged by low literacy achievement. "Literacy in African
American Communities" contributes a fresh perspective by revealing
how social history and cultural values converge to influence
African Americans' literacy values and practices, acknowledging
that literacy issues pertaining to this group are as unique and
complex as this group's collective history.
Existing literature on literacy in African American communities is
typically segmented by age or academic discipline. This
fragmentation obscures the cyclical, life-span effects of this
population's legacy of low literacy. In contrast, this book brings
together in a single-source volume personal, historical,
developmental, and cross-disciplinary vantage points to look at
both developmental and adult literacy from the perspectives of
education, linguistics, psychology, anthropology, and communication
sciences and disorders. As a whole, it provides important evidence
that the negative cycle of low literacy can be broken by drawing on
the literacy experiences found within African American
communities.
This is one-of-a-kind resource presents a wide range of expert
opinions about phonological disorders in children, allowing readers
to understand and compare diverse approaches to assessment and
intervention, choose the ones that will work best, and use their
new knowledge to make decisions during clinical interventions. For
each of the book's three sections--Assessment and Classification.
Goal and Target Selection, and Intervention--the editors pose
important "frequently asked questions" for each contributor to
answer, on topics such as diagnostic classification systems,
integration of language goals with phonological goals, selection of
treatment goals and targets, individual therapy versus group
therapy, and what to do when an intervention plan is not working.
Through the theoretical insights and practical experience each
contributor shares--and a helpful conclusion that comments on all
the approaches discussed--readers will have the broad and balanced
knowledge they need for informed clinical decision making.
Speech-language parhologists, graduate students, audiologists, and
educators will use this comprehensive, accessible resource to shape
their practices and improve the lives of children with phonological
disorders.
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